Integrating Simulation Training in a Nursing Theory Course

Marycarol Rossignol DNSc, RNAssociate ProfessorCollege of Nursing

What is SimMan®?

human simulator computer controlled manikin that displays

physiologic data, such as heart rate, blood pressure, respiratory rate, prerecorded sounds

supports clinical decision making activities preset scenarios available or ability to

generate scenarios

SimMan

Functionality Realistic

From Simple to Complex Situations

Pre-project Context

Laerdal gave an orientation Equipment available but no

internal support Digital immigrant teachers with

low comfort level

Educational guidelines didn’t exist Laboratory policies didn’t exist Need a Simulation Operator

Preproject Summary

sporadic use lack of coordination lack of confidence

In-Class Attempt

Failed!

too many students scenario too complex students became upset inadequate supervision decorum was inappropriate students lacked basic preparation for

simulation training

Fig Proposal

pilot scenarios in a nursing theory class (face-to-face class)

work with TLTC to iron out logistics develop a student orientation program to

simulation training in general prepare and implement clear expectations,

policies, assignment guidelines

Key Considerations

Class syllabus included Sim assignment information and course points were allocated

Orientation video Sim Teams What to do with the rest of the

class?

Project Details

Team read case study prior to simulation to prepare (ie., meds, past medical history)

Option to visit lab before class to review equipment, skills with Sim operator

Team roles- leader, documenter, or team member

20 minute simulation videotaped 10 minute debriefing session Resumed class Posted streaming video

Watched the video Completed the

reflection assignment

Assignment

Completed the patient’s progress note Posted reflection assignment and progress note in

Blackboard

All students (participants and viewers)

Challenges

First time students performed a scenario Video aspect made them nervous Pressure was real A very quiet class Unsure about when/if Instructor should to

influence the scenario Keeping remaining class members busy

on an assignment without Instructor present

Challenges

redundant comments in discussion board

guidelines for posts were vague most talkative student posted first late posts and student who didn’t

know how to use Blackboard sound on video

Simulation embeds learning in a meaningful clinical

context

Benefits

high fidelity classroom performance versus

clinical performance nursing-in-action shared experience evaluated personal performance practiced leadership and

delegation stronger performers collaborated

with weaker performers honed reporting and

documentation skills

What students said …

“I learned that my strengths were communicating with my team effectively and completing multiple tasks in a short period of time. For weakness, I realize I need to be more confident with doing assessments and not to be afraid to contribute opinions or strategies regarding patient treatment.”

What students said …

“I need to be more assertive on what I am doing, i am doing ok with meds preparation and calculation .”

“That I need to better prepare for next time.” “I doubt myself a lot.” “I think that my strengths are in assessment and

performing procedures. My weakness may be in prioritizing some of the procedures that needs to be done.”

What students said …

“Being the team leader, I have to say one of my strengths was being able to be an appropriate leader and delegate the work to my team members as well as participating in the care myself. I noticed, however, that I was doing most of the talking during the video, and I could have let one of my team members talk as well.

Thank you TLTC

especially Heidi Trotta, Michael Soupios, and Karla

Braithwaite